Tokmenko O. Gender approach in the U.S. education system

The dissertation presents scientific and theoretical basis of gender approach in the United States educational system, essence, main characteristics and features of a gender perspective in education, there were grounded steps and trends of the gender approach to learning in the United States. As a result, the theoretical analysis of scientific literature "gender approach in education" is defined as a set of ways of studying physiological and socio-cultural characteristics of men and women, taking into account their interests and ways of relationships and programs aimed at achieving gender equality in education. Periodization of the development of gender approach in the educational system the United States was disclosed. Factors affecting the implementation of gender approach in the educational system the United States were studied: labor market, social and cultural environment, an active feminist movement. The dissertation presents the place and role of leading social institutions of education and training-schools and institutions of higher education - in the implementation of gender approach in the United States educational system. It is proved that the American legislation in the field of education is gender-specific characteristics: legal support division of labor by gender; the effects of legislation on attitudes and gender stereotypes; consideration of differences in socialization of girls and boys; lower status of women in government and society in general. It was found that the overall development of higher education in the United States led to the progressive development of gender studies and implementation of gender approach in higher education. It was identified that possibility of using the positive experience of the United States in the implementation of gender approach in the national educational system. It was stated that opinion on prospects for implementation of sex separate education to the national education system. It is shown that teaching of gender-sensivitive subjects increases the level of success in such classes. The main positive characteristics of a separate learning are determined: the same standards for all students; availability of alternative programs for students who select subjects; focusing on teaching of gender-sensitive subjects for girls and boys; creation of individual learning plans for each student; study in addition to humanitarian elective courses for girls, such as accounting, international market (traditionally considered as area of interest for boys); learning of additional subjects and elective courses for boys, such as foreign language, music, theater; visiting of extra lessons on subjects in which pupils demonstrate high achievement; wide range of available measures which involves performing of traditionally female and male activities (cooking, photography, theater, dance, computer technology, singing); teaching of sports disciplines that don't limit choice of "male" and "female" sports. Recommendations for the implementation of this approach in the national education system are: at the level of public authorities, education authorities and local authorities; at the level of individual schools; at the level of civil society organizations which work with educational institutions at the regional and national levels.